Pengunaan Metode Snowball Throwing Untuk Meningkatkan Hasil Belajar  IPS Di Sekolah Dasar

Faslia, Faslia

doi:10.31004/basicedu.v5i4.1046

Cited by 3 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, it can be said that teachers play an essential role in implementing character education in schools. Regarding the planning and implementation of character education in schools, it is carried out by principals, teachers, and education staff as a community of educators and is applied to the curriculum through self-development programs, school culture, and integration in subjects (Faslia, 2021).…”

Section: Extractmentioning

confidence: 99%

“…Therefore, it takes a teacher's creativity in packaging social studies learning in the form of participatory, active, innovative, creative, effective, and fun learning that we know as PAIKEM learning (Widyastuti et al, 2020). In realizing PAIKEM learning, using the snowball throwing learning model is one of the right choices (Faslia, 2021). Because the snowball throwing model can motivate students to be more active in participating in the learning process (Safitri et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Snowball Throwing: A Method To Uplift Elementary School Students’ Responsibility on Environment

Hardiansyah

2022

AIJP

View full text Add to dashboard Cite

The implementation of character education in the current school environment is considered lacking. With these problems, researchers tried to solve the problem by inserting character values into the learning process. Teachers must choose and match character values through the materials to be taught, then apply them to learning. The implementation of character education in the current school environment is considered lacking. With these problems, researchers tried to solve the problem by inserting character values into the learning process. Teachers must choose and match character values through the materials to be taught, then apply them to learning. Snowball throwing is a suitable method for implementing responsibility and environmental care character education. The approach in this research is descriptive qualitative using the percentage formula. Data collection techniques in this study were interviews, questionnaires, and observation. The primary data sources in this study were principals and teachers and were strengthened by student opinions as secondary data sources. The results showed an increase of 3.8% in students' understanding of the character of responsibility and care for the environment after using the snowball throwing method, with 82% in the excellent category.

show abstract

Section: Extractmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Snowball Throwing: A Method To Uplift Elementary School Students’ Responsibility on Environment

Hardiansyah

2022

AIJP

View full text Add to dashboard Cite

show abstract

“…Hasil penelitian lainnya menunjukkan ketuntasan belajar pada siklus I sebesar 86% sedangkan pada siklus II ketuntasan siswa menjadi 97% (Supandi, 2018). Sedangkan pada siklus I hasil belajar sebesar 63,38% dan padasiklus II ketuntasan belajar siswa menjadi 88,46% (Faslia, 2021).…”

Section: Hasilunclassified

Penerapan Metode Snowball Throwing Berbantuan Media Audio Visual dalam Meningkatkan Hasil Belajar IPS Siswa Kelas IV

Kurniasari

Rezania

2022

j. PGSD

View full text Add to dashboard Cite

The purpose of this study was to determine the improvement of students' social science knowledge competence through conventional learning methods with the Snowball Throwing learning method assisted by audiovisual media in fourth grade students of SDN Banjarpanji. This research is included in classroom action research (CAR) with two cycles. The subjects of this study were fourth grade students at SDN Banjarpanji. The number of fourth grade students at SDN Banjarpanji is 13 students. Data collection techniques used in this study were observation, interviews, documentation, and tests. The results obtained from the pre-cycle activities showed that the percentage of classical learning completeness was 30.7%. Cycle I with the percentage of classical learning completeness 38.4%, while in the second cycle the percentage of classical learning completeness is 100%. To compare two paired samples, the researcher used Paired Sample T-Test as data analysis. It can be seen that there is a significant difference between the two learning methods of 0.237. Thus, it can be concluded that the Snowball Throwing learning method assisted by audio-visual media can improve social studies learning outcomes for fourth grade students at SDN Banjarpanji.

show abstract

“…Pembelajaran yang menyenangkan akan membangkitkan motivasi belajar siswa sehingga siswa akan semanagt dan memiliki keinginan yang tinggi untuk mengikuti pembelajaran matematika (Lukita & Sudibjo, 2021). Jika siswa sudah memiliki keinginan yang tinggi untuk belajar, maka akan semakin mudah bagi siswa untuk menguasi materi pelajaran dan memperoleh hasil belajar yang tinggi (Faslia, 2021).…”

unclassified

Peningkatan Motivasi Belajar Menggunakan Model Pembelajaran Snowball Throwing

Faizah

2022

JURDIKBUD

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk meningkatkan motivasi dan hasil belajar siswa yang rendah dalam pembelajaran tematik muatan pelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif dan kuantitatif dengan jenis penelitian tindakan kelas (PTK). Tempat peneitian dilakukan di di kelas kelas 1C SDN Sriamur 02 Tambun Utara, Bekasi. Hasil penelitian ini menunjukkan bahwa pembelajaran tematik muatan pelajaran matematika menggunakan model pembelajaran snowball throwing dapat meningkatkan motivasi dan hasil belajar siswa. Terlihat bahwa Pada pra siklus nilai rata-rata yang diperoleh siswa adalah 54,28 dengan ketuntasan klasikal 21,88% dan masuk dalam kriteria cukup. Pada siklus I nilai rata-rata yang diperoleh adalah 62,5 dan ketuntasan klasikal 21,88% serta masuk dalam kriteria baik. Dari pra siklus ke siklus I terjadi peningkatan nilai rata-rata sebanyak 8,22 tetapi untuk ketuntasan klasikal tidak terjadi peningkatan. Siklus II nilai rata-rata yang diperoleh siswa adalah 76,79 dan masuk dalam kriteria baik. Pada siklus II ketuntasan klasikal adalah 56,25%. Dari siklus I ke siklus II terjadi peningkatan nilai rata-rata 14,29 dan peningkatan ketuntasan klasikal 34,37%. Pada siklus III nilai rata-rata yang diperoleh siswa adalah 85 dan masuk dalam kriteria sangat baik. Ketuntasan klasikal pada siklus III adalah 78,57%. Dari siklus II ke siklus III terjadi peningkatan nilai rata-rata sebanyak 8,21 dan peningkatan ketuntasan klasikal sebanyak 22,32%. Pada pra siklus nilai rata-rata motivasi belajar siswa adalah 47,18 dan masuk dalam kriteria rendah. Pada siklus I nilai rata-rata moitvasi belajar siswa adalah 54,21 dan masuk dalam kriteria sedang. Dari pra siklus ke siklus I terjadi peningkatan nilai rata-rata motivasi belajar siswa sebanyak 7,03. Pada siklus II nilai rata-rata yang diperoleh adalah 77,01 dan masuk dalam kriteria tinggi. Dari siklus I ke siklus II terjadi penigkatan sebanyak 22,8. Pada siklus III nilai rata-rata yang diperoleh siswa adalah 83,82 dan masuk dalam kriteria tinggi. Dari siklus II ke siklus III terjadi peningkatan sebanyak 6,81.

show abstract

Pengunaan Metode Snowball Throwing Untuk Meningkatkan Hasil Belajar IPS Di Sekolah Dasar

Cited by 3 publications

References 5 publications

Snowball Throwing: A Method To Uplift Elementary School Students’ Responsibility on Environment

Snowball Throwing: A Method To Uplift Elementary School Students’ Responsibility on Environment

Penerapan Metode Snowball Throwing Berbantuan Media Audio Visual dalam Meningkatkan Hasil Belajar IPS Siswa Kelas IV

Peningkatan Motivasi Belajar Menggunakan Model Pembelajaran Snowball Throwing

Contact Info

Product

Resources

About